6th grade ELA (Period 1-6) Assignments
- Instructor
- Ms. Stacey Copeland
- Term
- 2019-2020 School Year
Upcoming Assignments
No upcoming assignments.
Past Assignments
Due:
Assignment
Monday-cursive practice sentence one. Students will read pages 1-4 Archaeology 101. annotate text. Answer questions concerning the text for a grade. There will be an introduction and gallery walk introducing students to archaeology and archaeologist, Vocabulary test on Literary terms will be tomorrow. (Lesson 1 and 5)
Tuesday-cursive practice sentence 2. Literary diagnostic test. ( Lesson 2 and 3) Analyze the language in the poem , Travel. Pages 19 and 20 in binder. Discussion and answer questions from Travel handout. Study island preparing for state test.
Wednesday-cursive practice sentence 3. Vocabulary for If Stones Could Speak will be given. Quiz on vocabulary will be Wednesday, March 18th, (Lesson 6) Archaeology in action. Students will write a summary of archaeology 101-and view multiple videos videos about Archaeology.
Thursday-cursive practice sentence 4, Quiz from Learnzillion on Archaeology 101 and video My First Adventure-examining the information in the video to expand understanding. Vocabulary practice preparing for quiz on Wednesday, March 18th. ( Lesson 7)
Friday-cursive practice sentence 5. .(Lesson 8) Compare contrast realistic and unrealistic From "My First Adventure" and the poem "Travel". discussion on how the poem may have changed the students view after analyzing both. Lesson 9 will begin Monday March 16th,
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Assignment
Monday-Literary diagnostic terms given. Quiz will be March 10th. Students will begin Louisiana Believes Language Arts Practice Test. Session 2 Using Information resources Pages 9-19, Questions 1-5 Session 3 Reading part 1. Reading Pages 21-22.
Tuesday-Cursive Practice Session 3 Reading Part two page 23-31. study island
Wednesday-Cursive Practice Session 4 Language pages 32-43. Study Island.
Thursday-Vocabulary practice for test on Tuesday Introduction to If Stones Could Speak, Writing down objective and CWT(Culminating Writing Task Prompt) Lesson 1 Unit Introduction and Gallery Walk. Read Archaeology 101 pages 1-6 in binder Discuss Archaeology, Archaeologist Study Island
Answer question handouts.
Friday- Cursive Practice. Lesson 2 Analyze the Language in the poem, Travel. pages 19-20 Answer question for Travel. Study Island.
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Assignment
Monday- holiday
Tuesday-holiday
Wednesday-Meaningful Monday
Text structure Tuesday
Wordy Wednesday
Complete CWT in google docs
vocabulary practice for quiz tomorrow
Thursday-throwback Thursday
Vocabulary quiz
study island
Friday-Figurative language Friday
Reading informational text-Squirrels
Themes in Literature Anansi and the Wisdom Pot
answer questions.
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Assignment
Monday-meaningful Monday. New vocabulary given for Chapters 17-epilogue. Test will be Thursday, February 27th. Complete Hatchet reference organizer P.26 in binder. Complete any unfinished assignment from last week to hand in Tuesday.
Tuesday-Text structure Tuesday. Read orally Help me Make It through he Night and and Basiv survival skills preparing for culminating write task. Study island test practice.
Wednesday-wordy Wednesday- Complete rough draft from page 32 in binder. the claim-What did Brian do to aid or hinder his survival? Does Hatchet have instructional value?
Thursday-throwback Thursday and figurative Friday. Type rough draft of culminating writing task into google docs. This will be shared with me for grading.
Friday-1/2 day. complete any writing that is left unfinished.
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Assignment
Monday-meaningful Monday, completion and presentation of Patience and Thinking Essay.
Tuesday-Text Structure Tuesday, Literary terms quiz. New vocabulary for Hatchet chapters 13-16. Character Analysis of Brian from Hatchet. Complete an unfinished presentations.
Wednesday-wordy Wednesday-Quiz on Chapters 11-15 of Hatchet. Read Chapter 16, complete conflict p.29, vocabulary practice.
Thursday-Throwback Thursday-read orally chapter 16 and 17 Hatchet. Complete Context clues sheet.
Friday-Figurative Friday-Chapter 18 read =, complete strong verb sheet. Study island focusing on test taking skills.
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Assignment
Monday-meaningful Monday-Complete thru page 6 in binder. Hand in What would Peter do? chart p.17. Complete character emotion graphic organizer chapters 6-8., p.21 vocabulary practice is due tomorrow and vocabulary quiz is also tomorrow (Chapters 9-12)
Tuesday-Text Structure Tuesday- Vocabulary quiz Chapters 9-12. Complete new Vocabulary list. Test will be Tuesday, February 4th. Orally read Chapter 14. Complete any unfinished assignments in in binder and handouts.
Wednesday-Wordy Wednesday-review author;s craft page for Chapter 14. Read Chapter 15. Begin essay p.24, using graphic organizer.
Thursday-Complete essay, typing into google docs. Study island refining ELA skills.
Friday-Figurative Friday-hand in-ELA practice for the week. Present essays describing something in life that requires patience and thinking.
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Assignment
Monday-Holiday
Tuesday-Meaningful Monday and Text structure Tuesday completed for ELA week 3. Read Chapter 11-Hatchet. Analyze Brian as a character (dynamic, static and the character motivation. Read Chapter 12 silently. Don't forget vocab quiz chapters 6-10 is tomorrow, and vocab practice will be due Wednesday before test.
Wednesday-wordy Wednesday, Vocab quiz on chapters 5-8. New vocabulary for chapters 9-12. Read Chapter 12 orally complete p.21 Tone and discussion-complete block in packet p, 6. For chapter 11 and 12 Brian's reaction using text evidence.
Thursday-Throwback Thursday, Read Chapter 13 orally-complete p.22 Discussion and symbolism. Start vocab practice for chapters 9-12.. Quiz is Tuesday, January 28th. Read chapter 14 silently.
Friday-Figurative Friday-Read chapter 14 orally-Hatchet. complete author's p.23-Study Island focus on ELA.
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Assignment
Monday-meaningful Monday, genre'match. Quiz on Chapters 1-5 of Hatchet.Complete close chapter 5 pages 2 and 3. Complete p. 8 chapter 5 motivation.and binder work pages 3 and 4. Don't forget vocabulary practice will be due Tuesday and the quiz will be Tuesday on Chapters 1-4.
Tuesday-Text structure Tuesday-vocabulary quiz chapters 1-4. Read chapters 6 and 7 of Hatchet. Complete page 12-Flashback from chapter 6 and 7. Obtain new vocabulary for chapters 5-8. Test will be Wednesday January 22nd.
Wednesday-wordy Wednesday-Spelling and suffixes. Read Chapter 8. Complete the chart on page 4 in binder and begin page 5. Read "What Would Peter Do?" on pages 13-16 in binder. Complete graphic on page 17 using evidence from the "What would Peter Do? and "Hatchet".
Thursday-Throwback Thursday-adverb and adjectives. Read Chapters 9-10 of Hatchet. Complete chart on page 5 in binder, complete page 14-Figurative language , and page 15 chapter 10-personification.
Friday-report card pick up. Early dismissal for students. Complete quiz on Chapters 6-10 of Hatchet begin writing portion of quiz in google docs in time is available, Test will conclude on Tuesday, January 21st.
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Assignment
Monday- Meaningful Monday-analogies, synonyms, antonyms, primary vs. secondary source.Collect remaining packet work from Steve Jobs. File papers from 2nd 9 weeks/ Clean out binder. Write unit goal and cwt down for the Unit three Hatchet. Read Chapter 1 of Hatchet. Analyze the main character.(Brian)
Tuesday Text structure Tuesday.-distribute new packet for Hatchet. Students will read orally chapter 1 of Hatchet. Students will begin work on reading journal in packet and complete chapter 1 in binder. (Summary and characterization) (lesson 1)
Wednesday-Wordy Wednesday. Complete p.4 and 5-point of view-characterization of Brian) Read chapter 2 of Hatchet. Complete p.1 activity Journal. Complete Tone p,5 of Hatchet. Vocabulary for Chapters 1-4 will be given. Quiz will be January 14, 2020. (Lesson 2)
Thursday- Throwback Thursday. Run on Sentences, characterization and text evidence. Complete p.2 close read. Complete evidence chart-text, title and evidence (lesson 3) How evidence supports ideas. Read Chapters 3 and 4 of Hatchet.
Friday- Figurative Friday Complete chapters 3 and 4 summary in binder. Complete strong verb sheet p.6. Complete setting P.7. Read chapter 5.
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Assignment
Monday Tuesday and Wednesday of this week the students will be be presenting the commencement speech. This includes five paragraph essay, power point or poster or both.
Thursday we will the CWT on Jobs and Rowling. If we do not have exam this day.
Friday-1st and 2nd period exams.
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Assignment
Monday-Students will read and watch JK Rowlings' Commencement address at Harvard, independently anser questions to demonstrate understanding of the text. Cold read part 1 and 2/
Tuesday-CWT-P.89, compare and contrast how the central idea in Steve Jobs address and JK Rowlings address are introduced and elaborated.
Wednesday-Publish the CWT in google docs. Use pages 90 and 91 for organization of the culminating writing task. Don't forget vocabulary quiz is Tomorrow.
Thursday=Vocabulary quiz for Casey at the Bat. Extension task will begin. Students will choose a person to research that has overcome failure. The students will then write a speech emulating Jobs' address in first person. Students will also write a bibliography.
Friday-continuation of speeches. Use page 94, 96 for help with speeches and bibliography. Presentations will begin next week.
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Assignment
November 18022
standards: RL 6.1, ,10, .2, .3, Rl 6.6, SL 6.1 a, b, c, d, W 6.10, 6,2a, b.c.f,f, W6.4, W 6.9 a
Monday-Students will read Casey at the Bat, describe how the plot unfolds through important events. Students will describe the characters throughout the poem, p 73, 74. Students will complete chart pages 80 and 81, Identify what happened in poem and record what they learned about Casey or the crowd from events.
Tuesday-Quiz on Mindset of achievement vocabulary. Vocabulary for overcoming obstacles will be given. Test will be after Thanksgiving break. Students will identify phrases using imagery and figurative language or connotative meanings in Casey at the Bat chart p.83,
Wednesday-Students will read David and Goliath p. 76-77 Students will cite evidence to prove and explain David and Goliath's ideas of success. Answer post reading questions. P.84-85.
Thursday-Students will determine the theme of Casey at the Bat and David and Goliath. Complete t-chart, How does each text convey the theme? There is consequences to being arrogant...p.86-87.
Friday-November fest!!
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Assignment
Monday-context clues p.4, Students will read Mindset of Achievement(handout). Write a summary of the text.(cornell notes page 53)The students will read orally the text and summarize sections 1, 2,and 3. Summarizing the central idea and the author's point of view.
Tuesday-vocabulary quiz on Wilber Wright. Vocabulary for Mindset of Achievement will be given. Quiz will be Tuesday, November 19th. Students will answer text independent questions p.52 in binder.Students will compare Mindset of Achievement to Steve Jobs' Address.
Wednesday-capitalization practice p.9 (lesson 21)Read and summarize Overcoming Obstacles (hand out) review point of view, purpose and how they are the purpose is conveyed through the text. Complete SOAPSTONE page 54 in binder.
Thursday-Subject/ predicate p.9 Lesson 22 Supporting and contradicting claims in Jobs' address. Students will use three text, Mindset of Achievement, Overcoming Obstacles and Jobs'Address to complete evidence charts pages 55-58(Distinguish and contradict)
Friday-Compound subjects and predicates p.10, Continue Lesson 22 and 23 contradictions and supporting evidence. Students will read Casey at the Bat pages 73 and 74 in binder noting any unfamiliar vocabulary.
Standards: RI 6.4, 6.5, SL 6.1. 6.1a, b, c, d, W 6.10, 6.4. 6.9 b and others will be touched on.
Due:
Assignment
November 4th-8th
Monday-proper nouns, common nouns capitalization p.5 bellringer
Read letters from Wilber Wright(lesson 10) Summarize letters pages 61, 62, 65 and 66 in binder. Don't forget Literary terms quiz is tomorrow.
Tuesday-Literary terms quiz
Wilber wright vocabulary given, quiz will be Tuesday, November the 12th.
Complete p.67 Claim, reasoning and evidence from the Wright letters, p. 68, thoughts, words and actions of Wright.
Wednesday-context clues p.1
Complete SOAPSTONE p. 69, Letters of Wilber Wright-Speaker, occasion, audience, purpose, subject and tone. 1st letter, 2nd letter p.70
Thursday-context clues p.2
complete SOAPSTONE 3rd and 4th letters p.72
cold read practice task part one, State like test, part a part b questions on Milton Hershey.
Friday-context clues p.3
Cold read task completion, part 2 Milton Hershey essay.
Don't forget vocab quiz Tuesday.
Standards: RI 6.1, 6.10. 6.2. RL 6.1, 6.10. 6.2. 6.9,, SL 6.3, 6.4, 6.6, W. 6.10, 6.4, 6.9 a, and b plus others.
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Assignment
Monday-contractions P.8 bell ringer Complete the central idea charts p.34 and 35. Central idea of Jobs' address providing textual evidence and reasoning. Complete chat on p.36. re-read assigned story identify significant events transfer to chart, describe Jobs' reaction to each event.
Tuesday-Vocabulary quiz: Steve Jobs' commencement address.
Complete the table on p.37-Introduction-central them. Story 1,2 and 3 ending with conclusion. Main idea, evidence, reasoning and restate the central idea and how it is conveyed in the conclusion. Then transfer from chart into essay form using google docs.
Wednesday-Literary diagnostic terms pt. 1 bell ringer
Read the poem-"To Failure", Lesson 7. Determine the meaning of the phrase in the poem-complete TP-Castt-p.40-discuss connotation. "What is the author saying to failure?, Discuss them of "To Failure by Philip Larkin. How is it conveyed?
Thursday-Literary diagnostic terms pt. 3 quiz is Wednesday, November 6th.
Read "Mother to Son" complete TP-Castt -What is the author's message to her son? What is the significance of a particular phrase in "Mother to Son"? Use evidence to explain your thoughts.
Friday-context clues p.r3 bellringer
p.42 Fishbowl discussion. (How do the thre text distinguish itself from the other text in terms of the author's central message-three text, Jobs' Address, To Failure and Mother to Son.
Standards: RI 6.1, 6.10, 6.2, RL 6.1. 6.10. 6.2, 6.9, SL 6.1 a, b, c, d, SL 6.3, Sl 6.4. SL 6.6, W 6.10, 6.4, 6.9 a, 6.9b
Due:
Assignment
Monday-prefixes r1
Lesson 2 Analyze word choice in Jobs' commencement address. Highlight words and phrases that signal failure. Discuss tone. How does the author's words choice help you understand experiences? Write a summary of story one in Jobs' address. Add central idea and details to summary of paragraphs 1-9/ Lesson 2 and 3 P.25 chart
Tuesday-suffixes 52
Lesson 4 summarize story 2 and 3 in Steve Jobs' address. Look for central ideas, evidence. and use sentence stems to complete what you noticed as you read. Story 2-summarize paragraphs 10-14, story 3 summarize paragraphs 15-25. pages 26-27
Wednesday-Lesson 5, page 30 Lesson 5 Supporting a claim in Jobs' Address on a claim handout. Reread paragraphs 1-9 complete chart, Then continue on with the next binder pages supporting a claim and providing evidence for story 2 and 3 of Jobs' Address.
Thursday-personification r11
Lesson 6 complete central idea chart: What is the central idea that connects all of the claims that were written for story 1,2 and 3 of Jobs' Address? How is the central idea conveyed through specific details. Complete post reading questions. Don't forget vocabulary quiz is tomorrow.
Friday-vocabulary quiz and questions from Steve Jobs' address will be completed. Lesson 1-6 wrap up.
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Assignment
Monday-Fall Break
Tuesday-Fall break for students, workday for teachers.
Wednesday-wrap up culminating writing task. This will be the last day to type and share in google docs. !2:30 dismissal. Report cards will handed out today.
Thursday-Papers will be filed in folders from the first nine weeks. Binders will be cleaned out and the new Steve Job's unit will be handed to students. cold read: Night flyers. Students will read the text and answer the questions which follow.
Friday- introduce the Steve Job's Unit. Discuss the objectives for the unit. Lesson one: Famous Failures.. Students will discuss how they overcame their challenges. students will read Steve Job's commencement speech annotating the text. Clip of Steve Jobs" speech. I will place emphasis on vocabulary that the student will need to succeed in this unit.. Wrap up with students answering the question. "How does failure lead to success/"
Standards: Rl 6.1, 6.10, 6.2, 6.3, 5.7. Si 6.1a, b, c, d, Sl 6.2, W 6.10, w 6.2a, W 6.4
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Assignment
Monday-Vocabulary part 5 will be given for Out of the Dust. Test is Friday, October 11th. Students will continue work on culminating writing task from Out of the Dust.
Tuesday-Wrap up of culminating writing task. Students will type paper in class using chrome books
Wednesday-Last day of the first nine weeks.
Cold read on Legacy and Leaving the Dust.
part a part b questions along with an essay.
Thursday- extended time for cold read.
Vocabulary practice. :Last Out of the Dust quiz is tomorrow.
Friday-vocabulary test part 5 Put of the Dust
Grapes of Wrath(time permitting) Wrap up of Unit 1
standards: L.6.4a,6.5 a, RL 6.10. RL 6.2, RL 6.4, sl 6.6, w 6.4, a,b,c and W6.10
Due:
Assignment
September 30th-October 4
Standards: L 6.4 a, 6.5 a. RL 6.10, RL 6.2, RL 6.4. Sl 6.1a. Sl 6.6, W 6.4. 6.1 a, b, c, e. and W6.10
Monday-Bellringer: Character and plot Pages 24-27 (Crosswalk Plus Workbook)
Read pages 117-189
Open book quiz part Out of the Dust P.116-175 may use chrome books if necessary.
Tuesday-Bellringer: p.28-29 Character an plot
Read pages 190-227
Completing guided questions with discussion analyzing Billie Jo as a the Main character..
*Don't forget vocabulary practice test is Friday.
Wednesday-Bellringer: Character and plot p.30-33
Complete all study guide and activity packet for Out of the Dust.
Complete Part 3 Out of the Dust p.190-227.
Read P.60 in Binder preparing for culminating writing task
Thursday-Bellringer: Theme P.r8.
Begin culminating writing task page 60 in binder.
*identify key events from novel
*determine role that the setting played in the events from Out of the Dust
*Examine Billie Jo's decisions and the outcome from making those decisions
*Determine the meaning literally and figuratively for Billie jo to get "Out of the Dust"
*Determine the theme of Out of the Dust
*****This will be a five paragraph essay citing textual evidence***
Friday-Bellringer: Point of View pages 38-39
culminating writing task will be completed today.
Students will use chrome books to type final copy and email to me so that I may print and grade. Please allow several days to receive the grade in JPAMS. My top three essays will be.presented to central office and some students may be recognized at school board meetings.
Vocabulary Part 4 quiz will be completed
.New Vocabulary will be given Monday for Out of the Dust. Quiz will be Friday, October 11.
Due:
Assignment
September 23-27
Standards for the week: L 6.4a, L 6.5a, RL 6.1, RL 6.10, RL 6.2, RL 6.4, SL 6.1a, SL 6.1c, W 6.4
Monday-Finish study guide/activity packet research using chrome books. Summer 1934 pages 55-84.(Out of the Dust) Lesson 15: Compare/contrast letters to speech. What is the purpose of the letters and the speech?
Tuesday-context clue worksheet P.3
Read Autumn 1934 and part of winter 1935. Lesson 16: Empathize with the characters. Examine Billie Jo's change in tone as the novel moves forward.
Wednesday-context clue worksheet p.4. Write a poem from the Father's perspective at this point in time in the novel.
Thursday-context clue worksheet p.r3
Complete winter of 1935 (out of the Dust) p.149. Complete quiz on Out of the Dust pages 2-149.
Study for vocabulary quiz it is tomorrow. Also, Don't forget that vocabulary practice will also be due tomorrow.
Friday-Vocabulary quiz pt.3 Out of the Dust. Vocabulary practice is also due today. Lesson 17: Examine how the characters change, recognize new information about the dust bowl, recognize unfamiliar words, recognize changes in Billie Jo and the father.
What sort of relationship do Billie Jo and Daddy at this point in the novel?
*Use two pieces of evidence to support the claim.
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Assignment
Monday: Complete questioning from Lesson 12, What did Billie Jo believed caused the path of sorrow? Lesson 13 Read a Speech and determine it's message, from " On Drought Conditions" President Roosevelt. Write an argument that includes evidence.
Tuesday: Vocabulary part 2 quiz. The students will complete Summer of 1934 activity and study guide. This includes describing characters, connections to daily life, questions and definitions.
Wednesday-Part 3 Out of the Dust vocabulary will be given. Test will be Tuesday, September 24th, Three times each should be turned in on test day. Lesson 14: Examine a first hand account of life in the Dust Bowl. Read letters written by Dust Bowl resident Caroline Henderson. Pages 42-45 in binder answering questions on pages 44-46, Examine unfamiliar vocabulary terms in text. This lesson may take two days,
Thursday-Complete lesson 14. first hand account of the Dust Bowl. Lesson 15: Compare and contrast Author's purpose: Comparing/contrast Henderson's letters to President Roosevelt's speech.
Friday: Complete questions from Lesson 15: What was the purpose of letter/speech? How are the messages alike/different? Lesson 16: Empathize with characters. Read Autumn 1934 and part of winter 1935. Examine Billie Jo's change in Tone. Write a poem from Daddy's perspective.
Standards: L 6.4a, d, RL 6.1, 2, 3, 4 and 5, SL 6.6, 6.1 a, c, d, W 6.1a, b, c, d, e.
Don't forget vocabulary test is next Tuesday.
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Assignment
Monday-Turn in claim and reasoning from Friday's assignment. Lesson 9 singular and plural nouns. Part 2 Out of the Dust Vocabulary will be given. Test will be Tuesday, September the 19th. Lesson 9:Understand and write about characters Spring of 1934, Write an argument about Billie Jo, Pa . argument stems and character analysis chart needed. Write a claim support with evidence from character analysis chart.
Tuesday-Lesson 10 collective noun, Lesson 10 Analyze text for tone/mood (tone and mood chart needed), Students will choose a poem writing an argument about tone and mood. Spring of 1934 needed: Apple blossoms, World War, Apples or Dust and Rain will be used as an example.
Wednesday-Lesson 11: possessive nouns. Lesson 11: Write a poem using a model. Evaluate the impact of the author's use of imagery on tone and mood. Focus on "On the Road with Arley" Complete Tone and Mood Chart.
Thursday-Unit 2 Review 71/74 Nouns
Lesson 12: Examine connections between the novel, "Out of the Dust" and Historical events. Students will read orally Summer of 1934 from Out of the Dust.
Friday-Lesson 12 Action verbs 75/76
Complete summer of 1934 study and activity packet, This includes characters, connections, questions and definitions.
Standards R6.1,.6.10,6.3, 6.7. SL 6.1 a, c, d, W 6.1 a,c,d
Due:
Assignment
Monday-Labor Day Holiday
Tuesday-Complete Unit 1 review 61/62 bell ringer
Lesson 7: Create a timeline of historical events
Lesson 8: compare and contrast structures used to convey information: view video of dust bowl residents talking about the experience. Develop a claim and support with reason.
Wednesday: Continue Lesson 8, turn in assignment.
Begin Lesson 9: Understand and write about characters (spring of 1934) Write an argument about one of the characters-Billie jo or Daddy-gather evidence for character analysis chart. Argument sentence sheet needed.
Don't forget vocabulary test on literary diagnostic terms is Thursday.
Thursday-Unit 2 Nouns 63/64 bell ringer
Literary diagnostic term test
Complete any work from Lesson 9
Begin lesson 10: time permitted: Analyze text for tone and mood. Tone and mood chart needed.
P.39 in packet-choose one of the poems listed from Out of the Dust and complete packet work analyzing the poem.
Friday-Singular and plural nouns 65/66 bell ringer
Lesson 11: Write a poem using a model-Write your own poem using "On the Road with Arley" as a model from "Out of the Dust"
Section 2 Out of the Dust vocabulary will be given. Quiz will be Thursday, September the 12th.
Standards: R 6.1, 6.10, 6.3, 6.7. SL 6.1 a, c, d, W 6.1 d, a and c
Due:
Assignment
Monday-State diagnostic test. Part 3. Don't forget vocabulary test is tomorrow. Three times each will be due at time of test.
Tuesday-Sentence fragments 57/58. Vocabulary test pt. 1, Out of the Dust. Read Spring of 1934 orally. Lesson 5: Read "The Drought" in Out of the Dust binder. Annotating and preparing for completion of test.
Wednesday-Research the drought noting unfamiliar words in the vocabulary log in binder. Complete Drought chart in binder(questions and summary) Literary diagnostic terms will be given. Test will be Wednesday, September the 4th, Begin Lesson 6: Summarize our understanding. Read informational articles about the causes of the dust bowl and add to summary of the drought using two new pieces of evidence.
Thursday-nouns 63/64, Spring of 1934 study/activity packet. Connections, word wizard, characters, questions and research.
Friday-Hand in drought summary. Spring of 1934 Section 2. Lesson 7 Create a timeline of historical events. Don't forget vocabulary practice and vocabulary test will be next Wednesday,
Standards: RI 6.1, RI 6.4, RI 6.1c, RI 6.2, SL 6,1a, SL 6.1c, W 6,4
Due:
Assignment
August 19-26th
Monday- Student Survey Lesson 4 53/54 compound subject and predicate :bell ringer
Complete section 1 Out of the Dust. Pages 3-33 in the text. This includes vocabulary writing and research. Students will also complete Section 1 quiz on chrome tablets. Don't forget vocabulary test is Thursday, August 22nd.
Tuesday-State pretest paper based
Wednesday-lesson 5 Simple and compound sentences. State practice test p.10-21, Part A part B questions with essay.
Thursday-State diagnostic test.
Friday-State diagnostic test.
Vocabulary test has been moved to Tuesday. August 27th
Due:
Assignment
Friday August 9th-Welcome Back!!
Introduction to English class rules
Doing it Right handout
Find Somebody in class...handout
Supply list to be brought home filled out and returned,
Monday August 12th-Out of the Dust Unit 1 packets will handed out.
Kinds of sentences handout
Read the first part of "Winter 1934" from the novel OUT OF THE DUST.
Become familiar with the author's structure of the novel in verse.
Examine the setting. Complete split-notes in packet.
Tuesday August 13th-Read the remainder of "Winter of 1934" Examine the text closely for details
about character development.
complete character evidence chart
complete character analysis chart...both are text based
Read Mr. Hardley's money handling(Out of the Dust)
Figurative language clip
Wednesday August 14th-Kinds of sentences pages 49-50
Explore how the author builds meaning through figurative language.
class discussion on literal and figurative language, meaning and theme.
Read "Fields of Flashing Light" complete TP-CASST in packet.
Write a descriptive paragraph about a dust storm-clip of a dust storm.
Thursday August 15th-simple and compound sentences p.50-51
Lesson 4 synthesize information from different sources-
Woody Guthrie "No Title"
Out of the Dust by Karen Hesse
Write a description of Oklahoma in the 1930's
Complete two text chart, examining physical enviroment, daily life,
peoples' attitude
Friday August 16th-receive vocabulary for part 1 Out Of the Dust.
Section 1 quiz from Out of the Dust and No Title
Figurative language charts will be copied and left in binder. Annotation chart will be copied with q and a.